Contributions from interdisciplinarities pedagogicals situations for countryside education

• Autor(a) principal: Itoda, Érica Myeko Ohara
• Data de Publicação: 2015
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29001
• topic: Countryside Education; Interdisciplinarity; Knowledge; Educación del Campo; Interdisciplinaridad; Conocimiento; Educação do Campo; Interdisciplinaridade; Conhecimento

This study discuss interdisciplinarity and its contributions to Countryside Education in so far as this education modality refers to the aim of school education:to enable a student understand the social relationship so as to act critically, as stated by some authors such as Paglia (2010), Caldart (2004), Almeida (2010) e Paraná (2006).Taking into account what was said above, the interdisciplinary approach was chosen to be discussed here, because it is a pedagogical method which allows a non fragmentary comprehension of the scientific subjects.The methodology used here was a bibliographic research, documental and field (interview and observance), as well as a qualitative analysis of the information, based on the comprehension of the concrete relations which exist in the teaching-learning process. This work will present a succinct discussion about: information and knowledge; the data collection analysis; the interdisciplinarity in the school education. Finally, a brief proposition about interdisciplinar planning will be suggested. It is important to highlight that the discussion presented here ended as a study group and it is just the beginning of a long work, because all transformation in the teaching practice implies in paradigm and habit shifts. For such reason, it is a slow, gradual, dialogic and daily process. As the initial result, teachers felt stronger and supported on theirs practices, surely more confident to establish new dialogues among other learning areas.